Professional Documents
Culture Documents
LP First Quarter Grade 7 English
LP First Quarter Grade 7 English
Lesson 1
This lesson allows you to appreciate the wisdom of our ancestors that continues to
influence our experiences. Discover how their proverbs serve as guideposts towards
strengthening our values. You must aim to:
On a half-sheet of paper, write T if the statement is true according to what you know
and F if it is false. Be ready to explain your answer with a partner.
Synonyms Antonyms
YOUR TEXT
Words of Wisdom
Damiana L. Eugenio, the mother of Philippine Folklore compiled and edited what may
very well be considered as the most comprehensive collection of proverbs in our country.
There is a limited number of works like this in existence. She spent a lifetime collecting
pieces of folk literature that reveal our ancestors wisdom. When she gathered proverbs
from various areas in our country, she declared that our elders lived by simple, yet very
meaningful rules of righteous living. In fact, she asserted that even the Spaniards who
colonized our country noticed how proverbs formed part of the native spirit. Spanish
missionaries were found to have translated such proverbs and other oral expressions in
In Filipino, proverbs are called salawikain or sawikain. They prescribe norms, impart a
lesson, or emphasize traditions and beliefs in a community. In the anthology of Damiana
L. Eugenio, she classified proverbs into six categories: (1) proverbs expressing a general
attitude towards life and the laws that govern life; (2) ethical proverbs recommending
certain virtues and condemning certain vices; (3) proverbs expressing a system of values;
(4) proverbs expressing general truths and observations about life and human nature; (5)
humorous proverbs and (6) miscellaneous proverbs. Below are examples of each
category.
1. Proverbs expressing a general attitude towards life and the laws that govern life
Ang mga tulo singgot sa taong mangguibuhaton paga bayran gayud sa guihapon.
(Boholano)
Every drop of perspiration of an industrious man will be rewarded accordingly.
4. Proverbs expressing general truths and observations about life and human nature
5. Humorous proverbs
Ang gugma sang tigulang daw igui nga nagakamang. (Hiligaynon) The
love of an old man is like a snail that crawls.
Our proverbs are not only witty expressions. They are also our cultural treasures.
As we continue to use them in various spoken or written forms and as we explore ways of
representing them in graphic, musical, or dramatic modes, we facilitate their preservation.
And through these, we strengthen our identity as a people.
Task 2. Classify!
Use Damiana Eugenios system to classify the following proverbs. Use the given
codes.
G proverbs expressing a general attitude towards life and the laws that govern life
E ethical proverbs recommending certain virtues and condemning certain vices
V proverbs expressing a system of values
T proverbs expressing general truths/observations about life and human nature
H humorous proverbs
M miscellaneous proverbs
____ 9. Ang buhay ay parang gulong, minsang nasa ibabaw, minsang nasa
ilalim.
Life is like a wheel; sometimes you are on top, sometimes you are in
the bottom.
Copy the table below on a half-sheet of paper. As you listen twice to a short
dialogue, write your observations and notes under the appropriate columns.
Study each sentence below. If Leo, a student, said it is grammatical and you are
sure it is true, write correct. If he said it is ungrammatical and it is indeed true, rewrite
the sentence. Do the same if Leo said it is grammatical but actually, it is not.
Using the information that the chart below provides, write two sentences that observe the
subject-verb agreement rule for each of the cases listed. Use a half sheet of paper for
your answers.
Case Sentences
There is/are
Intervening phrase
Intervening clause
A Glorious Past
Locate the items found in the list in the appropriate section/s of our library. Provide
the other needed information. Complete the statements that follow the grid. Write your
answers on a whole sheet of paper.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
YOUR GOALS
This lesson prepares you to appreciate diversity in our culture. Discover how
stories from varied regions in our country reveal ideals, customs, and beliefs regarding
our place in the world. You must aim to:
Brainstorm with a partner to determine who our fellow Filipinos are and where they
reside in our country. Match items in columns A, B, and C then write your answers
on a one-fourth sheet of paper.
A B
C
_ _, __ 1.
Ethnic Group and Province Region
Ilongots?
Read quietly the short article below to locate information that will help you
determine whether you will agree or disagree to the following statements.
2 The Filipino character is actually a little bit of all the cultures put
together. The bayanihan or spirit of kinship and camaraderie that Filipinos are
famous for is said to be taken from Malay forefathers. The close family relations
are said to have been inherited from the Chinese. The piousness comes from
the Spaniards who introduced Christianity in the 16th century. Hospitality is a
common denominator in the Filipino character and this is what distinguishes
the Filipino. Filipinos are probably one of the few, if not the only, English-
proficient Oriental people today. Pilipino is the official national language, with
English considered as the country's unofficial one.
4
Some 80 percent of the population is Catholic, Spain's lasting legacy.
About 15 percent is Moslem and these people can be found basically in
Mindanao. The rest of the population is made up mostly of smaller Christian
denominations and Buddhist.
Enhance your pronunciation of a few critical vowel and consonant sounds based on some
parts of the article. You will be guided by your teacher.
Set A: Words
[I] [i]
bit unique
kinship east
basic appearance
archipelago camaraderie
Philippines fifteen
[s]
[] spirit
Spanish stock
population sturdy
Indonesian scattered
distinguishes
some kinship
Set B: Phrases
2. The bayanihan or spirit of kinship and camaraderie that Filipinos are famous for
is said to be taken from Malay forefathers.
3. Each regional group is recognizable by distinct traits and dialects the sturdy
and frugal llocanos of the north, the industrious Tagalogs of the central plains, the
carefree Visayans from the central islands and the colorful tribesmen and
religious Moslems of Mindanao.
5. The history of American rule and contact with merchants and traders culminated
in a unique blend of East and West, both in the appearance and culture of the
people of the Filipinos.
1 According to Maranaw folklore, this world was created by a great Being. It is not
known, however, who exactly is this great Being. Or how many days it took him to create
this world.
3 The sky also consists of seven layers. Each layer has a door which is guarded day
and night by huge mythical birds called garoda. The seventh layer of the sky is the seat
of heaven which is also divided into seven layers. Every layer in the sky is inhabited by
angels. Maranaws believe that angels do not need food. They all possess wings with
which they fly.
Attach as many words you can find in the selection which you could associate with each
idea featured in each box. Use a whole sheet of paper for your webs.
heaven
earth
tree of life
Locate information in the selection to determine whether each statement is true (T) or
false (F). Write your answer on a one-whole sheet of paper.
Illustrate and color the puzzling, interesting, intriguing, or strange part that
you found in the story then explain your answer in not more than five sentences
on a whole sheet of paper. In your explanation, consider:
Way to go! (11-15 points) Just fine! (6-10 points) Nice try! (1-5 points)
The illustration shows an interesting The illustration shows an interesting The illustration is not as interesting and
and orderly play of images and colors. but not so orderly play of images and orderly. The images and colors seem
The explanation observed the three colors. The explanation observed only unrelated. The explanation observed
considerations and demonstrated two of the three considerations very only one of the three considerations
careful and correct language use and adequately. A few lapses in language very adequately. A number of lapses in
mechanics. use and mechanics can be seen. language use and mechanics can be
seen.
Use the given scale and chart to examine the performance of each group for this
part of the lesson. Copy the chart on a half sheet of paper. You will be guided further by
your teacher.
Rating Meaning
5 Maximum effort and control
4 High effort yet less control
3 Moderate level of performance and no control
2 Low level of performance
1 Needs improvement
Mood of R A T I N G
Group the
Group Volume Tone Clarity Pauses Facial Blocking/ Total
Expression Stance
1
2
3
4
5
6
Below is an exercise based on the contents of the article The Maranao Tribe from
Lake Lanao. Specify the verb, which will agree with its subject in each sentence. Write
your answers on a one fourth sheet of paper.
The Maranao, together with the Illanun and Maguindanao ____ 1. (is, are) an
indigenous Muslim group in Mindanao in southwestern Philippines. Their culture and
identity ____ 2. (reflects, reflect) general features of Southeast Asian tribes. Each of
these, however, ____ 3. (has, have) developed unique traditions.
Every historian or anthropologist who ____ 4. (studies, study) Mindanao tribes
____ 5. (has, have) given common observations about the Maranao. Almost all Maranaos
____ 6. (is, are) Muslims, but some who live in the hills around Lake Lanao ____ 7.
(follows, follow) a version of Islam reflecting pre-Islamic beliefs and practices. Many
scholars ____ 8. (emphasizes, emphasize) that the Maranao, who ____ 9. (is, are) the
first inhabitants of the shores of Lake Lanao, still ____ 10. (inhabits, inhabit) this region.
The name Maranao ____ 11. (means, mean) "People of the Lake" or "Lake
Dwellers". Both ____ 12. (refers, refer) to the natives who settled around Lake Lanao.
Neither photographers or a writer ____ 13. (was, were) ever able to capture in images or
words the beauty of this lake. Lake Lanao, with the Maranaos living around it ____ 14.
(continues, continue) to be an attraction and source of inspiration. More importantly, the
spirit of the Maranaos ____ 15. (thrives, thrive) because of its existence.
(1) Each tourist or guest who come to the Philippines is always amazed by our
cultural diversity. (2) Every island and region highlights a unique adventure. (3) A
variety of traditions, dishes, celebrations, and many others are offered to both local
and foreign travelers. (4) Our rich past and our promising future are discovered by
every guest almost every day and everywhere in the country. (5) For this reason,
(6) Northern Philippines boast of its old Spanish flavor, from architecture to culinary
traditions. (7) There are much pleasure to discover in the coasts and shorelines of
Central Philippines. (8) In Southern Philippines, one discovers the rich Islamic
backgrounds of our country. (9) Nobody has ever experienced boredom in hopping
from one island to another. (10) Either pleasure or warm insights is taken home by
every visitor in our shores.
Can you tell the difference between and among a myth, a legend, and a folktale?
To answer this, search for useful information in our library. Be guided by the Dewey
Decimal System to ease your search. The system is made up of ten classes introduced
by a range of numerical codes used to write a reference materials call number.
Accomplish the chart below. After finding the materials you need, complete the
chart with the information that you have gathered and answer the series of questions that
follows. Create your chart using a one-whole sheet of paper.
Myth
Legend
How would you define a myth using the information you have gathered? Does the
story The Origin of This World by the Maranaws qualify as a myth? Why or why not?
Lesson 3
YOUR GOALS
This lesson allows you to understand some forms of conflict in our world. Discover a
new perspective on how you can manage and help others resolve a conflict. You must
aim to:
A: I think it was a good teleserye. The game of my team is at 3:00 p.m. Taking care of my brothers is boring. I told
B: I didnt like it at all. today and so is my Math remedial class. mother I want to go out with my friends.
Task 2. Oh No!
Listen to three dialogues and complete the chart below. Create your chart on a
whole sheet of paper. You may use words or phrases to indicate quality of speakers
voices.
Vendor Buyer
Enhance your understanding of stress and intonation by doing the following exercises
with your teacher and classmates.
A. Use the right stress to distinguish the following heteronyms or words with the same
spelling but with different pronunciations. Apply the right stress on the syllable
written in capital letters.
NOUN VERB
PROject proJECT
CONtent conTENT
COMbat comBAT
CONduct conDUCT
CONvert conVERT
B. Use the right stress to pronounce the following two- and three-syllable words.
Sentence Purpose/Feeling
You want flowers. State a fact.
You want flowers? Ask a question.
Eric, your friend, gave me flowers. Emphasize the giver.
Eric, your friend, gave me flowers. Emphasize the relationship of the giver
to another person.
Eric gave you flowers? Turn a statement into a question.
Eric gave me flowers! Indicate excitement.
Eric gave me flowers. Indicate boredom or disappointment.
D. With a partner, study how the poem below should be read dramatically. Observe
the appropriate stress and intonation.
Misery
by Langston Hughes
1One of the stories about the creation of the world, which the old folks of Panay,
especially those living near the mountain, do not tire relating, tells us that in the beginning
there was no heaven or earthonly a bottomless deep and a world of mist. Everything
was shapeless and formlessthe earth, the sky, the sea, and the air were almost all
mixed up.
4One day Tungkung Langit told his wife that he would be away from home for sometime
to put an end to the chaotic disturbances in the flow of time and in the position of things.
5Immediately after his return from the trip, he called this act to her attention saying that it
was ungodly of her to be jealous, there being no other creature living in the world except
the two of them. This reproach was resented by Alunsina, and a quarrel between them
followed.
6TungkungLangit lost his temper. In this rage, he divested his wife of powers and
drove her away. No one knew where Alunsina went; she merely disappeared.
7Several days after Alunsina left, however, Tungkung Langit felt very lonely. He realized
what he had done. Somehow, it was too late even to be sorry about the whole matter.
The whole place once vibrant with Alunsinas sweet voice, suddenly became cold and
desolate. In the morning, when he woke up he would find himself alone and in the
afternoon when he came home, he would feel the same loneliness creeping deep in his
heart because there was no one to meet him at the doorstep or soothe the aching muscles
of his arms.
8For months, Tungkung Langit lived in utter desolation. He could not find Alunsina, try
9One day, while he was sailing across the regions of the clouds, a thought came to him.
He would make a big basin of water below the sky so that he can see the image of his
wife, if she were just somewhere in the regions above. And lo! The sea appeared.
However, Alunsina was never seen.
10After a long time, the somber sight of the lonely sea irritated Tungkung Langit. So he
came down to the Middleworld and created the land; then he planted this with grasses,
trees, and flowers. He took his wifes treasured jewels and scattered them in the sky,
hoping that when Alunsina would see them she might be induced to return home. The
goddess necklace became the stars, her comb the moon, and her crown the sun.
However, despite all these Alunsina did not come back.
11And up to this time, the folks in Panay say that Tungkung Langit is alone in his palace
in the skies. Sometimes, he would cry out of his pent-up emotions and his tears would fall
down upon the earth. The people say that rain is Tungkung Langits tears and that is why
in some localities in the island of Panay, the first rain in May is received with much
rejoicing and sacrifice. Incidentally, when it thunders hard, the old folks also say that it is
Tungkung Langit sobbing, calling for his beloved Alunsina to come back entreating her
so hard that his voice thunders across the fields and countryside.
Construct a Venn diagram similar to the one below on a half sheet of paper.
Compare and contrast Tungkung Langit and Alunsina.
Determine whether each statement is true (T) or false (F). Beside your answer,
write the paragraph number to support your answer. Write your answer on a one fourth
sheet of paper.
Copy the score sheet below on a half sheet of paper. Use the rating scale to indicate
your evaluation of the alternative endings that will be presented.
Evidence of Participation
Members Name Task/Role Peer Rating Teacher Rating
1.
2.
3.
4.
5.
Copy the chart on the next page on a half sheet of paper in order to compare and
contrast the two texts that follow.
Text A
One day, a mound of earth shaped was seen growing in the east. After several
years, the mound grew into a beautiful mountain range resembling Alunsinas face
and her wonderful hair. The magical breeze whispered to the unhappy Tungkung
Langit that Alunsina grew old and died of sorrow somewhere in the east. This made
Tungkung Langit mournful. As the sun rises in the east, the shadow of the mountain
reminds Tungkung Langit of his dear Alunsina. And as the shadow fades away at
nightfall, Tungkung Langit waters the earth with his tears.
Text B
Geologists observe that many of our mountains and mountain ranges seem to
resemble human-like forms. However, they argue that these earth formations are the
result of various interrelated geological processes such as earthquakes, rock
formations, and even volcanic eruptions. They cited several conclusive research that
detail the formation of such natural wonders. They also conducted experiments that
Tone
Style
Choice of Words
Organization of Ideas
Purpose
Intended Audience
Use three different information search structures to find a more focused information
source on the following topics. Use a whole sheet of paper for your complete answers.
Study the consistency of tense in the paragraphs on the following page. On a half
sheet of paper, write C if the sentence correctly observes rules on tense consistency. If it
does not, rewrite the sentence and box the verb, the form of which must show its correct
tense.
Borneo back in 1250 to give up their land in exchange of a hat and gold necklace. 3Early
in the 13th century, Marikudo, a native chieftain, sold the coastal shores and lowlands
to 10 Bornean Datus who escapes from the repression of Sri Vishayan Empire. 4One of
them named Paiburong received the area Irong-Irong, which is now called Iloilo City,
meaning nose-like, as its wide river mouth in the narrow Guimaras Strait appears like a
snout. 5The island lived peacefully until the arrival of Juan Miguel de Legazpi in 1566
that discovered and developed more towns.
http://www.camperspoint.com/spip.php?article241
Paragraph 2
1 The Filipinos in central Philippines are generally and collectively called Visayans or
Bisayans. 2Hence, the people in Panay, Guimaras and Negros Occidental are referred
to as "Visayans" or "Bisayans". 3Aside from the general names given to the people of
the Visayan region, there are mountain people who lived in the interior mountains of
Panay and Negros. 4In Panay, they were generally referred to as
Bukidnon (literally, "from the mountains") or Sulod (literally, "inside" or "interior").
5 Farming and fishing are the main sources of livelihood in the region until the
1960s.
6 Farmers within the interior mountains of Central Panay employed the kaingin
system (slash-and-burn). 7A bolo and a wooden dibble were all they use for cutting trees
and for boring holes to drop rice or corn seeds and legumes into. 8Most houses have
bangkaw (spear) as hunting tool. 9Hunting greatly decreased in the 1970s with the
gradual disappearance of forests, but kaingin still remained to be the primary form of
farming since the interior mountain are rugged and they have not found the appropriate
technology to harness water.
4Aboutthe Kapuso series, Caballero objected to the characterization of a supposed binukot (well-
kept maiden) Amaya, played by actress Marian Rivera.
1 Federico Caballero, 73, an elder of the Panay-Bukidnon community, said that, while
the show may be fictional, the portrayal of its peoples practices, terms and beliefs are
inaccurate. 3 Some of the things depicted do not reflect our culture, Caballero tells
the Philippine Daily Inquirer.
and writers say Amayas character was inspired by the binukot of the Panay-Bukidnon
indigenous people. 6The show, which premiered on May 30, liberally uses words in
Hiligaynon and Kiniray, languages associated with the Panay-Bukidnon people.
7Caballero said it was inaccurate, at times offensive, to show supposed binukot and
members of the community half-naked or wearing skimpy clothes. Our people, most
especially the binukot, are conservative. 8We wear clothes that hardly expose skin, he
stresses.
Think Win-Win!
Locate a news report in a broadsheet that talks about a particular conflict. Study the
nature of the conflict very well. Determine a win-win solution to address the conflict.
Write a short dialogue between the two parties involved that will show how they arrived
at the win-win solution. Use a whole sheet of paper. Attach the copy of the news report
to this sheet. Be guided by the rubrics below.
Way to go! (11-15 points) Just fine! (6-10 points) Nice try! (1-5 points)
The dialogue shows an appropriate The dialogue shows a possible, but not The win-win solution is not as
win-win solution in light of the conflict. entirely appropriate win-win solution in interesting and convincing. The details
The points were logically arrived at. light of the conflict. The points seem seem unrelated and disorganized. The
The writer demonstrated careful and logical but lacking a few more writer committed a number of lapses in
correct language use and mechanics. convincing points. The writer language use and mechanics.
demonstrated a few lapses in language
use and mechanics.
Lesson 4
YOUR GOALS
This lesson helps you understand the value of knowing how things came to be in the eyes of
our ancestors. Everything on earth, good or bad, has its beginnings. Be perceptive, and let the stories of
the past inspire your future. For this lesson, these are your goals:
The word, genesis plays a central role in this lesson. Hence, it is important that you identify what
you know about this idea by filling out a K-W-L Table. Copy the table on a half-sheet of paper. Under the
first column, write down all the ideas you have about genesis. On the second column, write what you want
to know about it. The third column will be completed at the end of the lesson.
GENESIS
What I Know What I Want to Know What I Learned
Another meaning of the word genesis is the one spelled in the puzzle below. Let the provided definitions
and letter-boxes help you in completing the words. Write your answers on a half-sheet of paper. After
checking, review the word list. Remember what the words mean, because they appear in the story you are
about to read.
YOUR TEXT
How does this myth explain the creation of the world and the root of evil?
Samal Genesis2
1 In the beginning, when there were no creatures yet, there was only the
sea. Floating on this sea was a thing resembling a ball. This was the abode
of God the Most High. When he wanted to bring out his creations, the ball
split; one half of it rose and became heaven (with seven levels) and the
lower half remained and became the earth (with seven levels). Now the
sea on which the ball was floating was called Baharun Nur [Bahar, great
waters, mighty rivers; Nur, light], meaning, this was the ancestor of all
which floated on it. Symbolically, the part which was lifted up was the
father, and the grandfather was the sea on which it floated. Now at the
same time of the splitting of the ball, and as God willed it, all men and all
the creatures on earth have already been believed as being in it.
2 From the time of our ancestors up to the present, the original content of that thing is what we have
been looking for.
Pre-Existent Soul
4 When Nur disintegrated, all the elements contained in the earth and the heavens were drawn out
of him. All creatures then appeared. From the single light [Nur] was taken the elements that became
the moon, the sun, the stars, the trees, and all living things. They were all there. And this was begun
on a Sunday and was completed on a Friday.
5 After all things had been drawn out of Nur Muhammad, he was made man once again, and God
said to him, Dont assert that you are God. It is I. But if you dont believe, let us play hide and
seek. You hide and I will look for you. Then I will hide and you will look for me. If I can find you and
you cannot find me, then surely I am God. And so they commenced the trial. No matter how hard
Nur Muhammad hid, God always pinpointed him. Then God said, Now I will hide. And Nur
Muhammad could not find him. [This is said to be the reason why we cannot see God.]
6 God then summoned the angel, Jibrail [Gabriel]. God then said to him, Go on to earth and get a
handful of soil. When Jibrail descended and tried to pick up some earth. The earth cursed and
refused to be taken, Jibrail returned empty-handed, and God said to another angel, Mikail, You
go. When Mikail reached the earth, the same refusal met him. Then the angel, Israfil, took his turn,
but the earth likewise refused. Then the fourth angel, Idjarail [Izrail or Azrael], immediately went
down and forthwith grabbed the earth. One of his fingers was on the west, another on the east, a
third one on the south, and a fourth one on the earth. And he scooped a handful.
7 Then God said to Jibrail, Make it into a man. When it had assumed the form of a man, Jibrail
said, My Lord, the man is here, but it cannot speak, and his joints are no t connected.
8 Then God said, Get a ganta of rice and grind it into powder and
apply it to him. Then the joints were connected and the man became
whole, but he still could not speak. Then God commanded Nur
Muhammad, Go inside Adam (for that was the name of the man). But
Nur Muhammad said, I refuse. You created Adam from the four elements
(fire, water, wind, and earth), whereas I came from Your light. Then God
said to Nur Muhammad, Be willing, for you and I are one, and you can
meet me five times a day during prayer. So Nur Muhammad went inside
Adam through his forehead and Adam became a living man.
9 And God made Adam into a Caliph and commanded all creatures including angels to pay homage
to him. And every creature did, except Iblis (the Evil One) who said to God, How can I worship
Adam seeing he was created of four elements whereas I have served you for hundreds of years.
In spite of Gods entreaty, Iblis continued to refuse. Then, Iblis asked God to grant him four wishes.
First, that he would be the richest of all; second, that he would be the most exalted of all; third, that
he can steal the riches of those who have; and fourth, that those riches he cannot steal, he kills.
And this is the origin of the evil desire for material goods and for worldly fame which leads to envy
Illustrations such as the graphic organizers featured below supplement explanations for related ideas and
processes. In drawings like these, lines and arrows present the direction that a process takes. Illustrations
could start from top to bottom or vice versa if the process is linear, whereas a circular design is more
appropriate for cycles. Shapes represent different ideas. Their sizes could symbolize their importance, while
their variations could pertain to their different natures.
The Samal version of the genesis can also be further explained by a graphic organizer. On a whole
sheet of paper, design a graphic organizer that will show the transformation involving the following: Adam,
all elements and living things, ball (Gods house), God, Nur (as man), and Nur (as light). Use other
appropriate materials to make your work unique and creative.
Which of the following information is presented by the text? In your notebook, write the paragraph numbers
that provide the mentioned information.
Learn more about the beginnings of Samal island and its people by using the card catalogue, the
online public access catalogue, or electronic search engine of our school library or any nearby library.
Locate specific resources about the topics, then note down the information that you will get. Be ready to
share this with the class.
Read the following sentences. For every number, note the words highlighted through boldface and
underscore. What relationship do the words have?
1. Floating on this sea was a thing resembling a ball. This was the abode of God the Most High.
2. Now at the time of the splitting of the ball, all creatures have already been believed as being in
it.
3. From the single light [Nur] was taken the elements that became the moon, the sun, the stars,
the trees, and all living things. They were all there.
Task 5.1. On a half sheet of paper, write the correct pronoun that agrees with the antecedent in the following
sentences3. Choose from options provided in the parentheses.
1. Visitors can expect to get __________ (his, hers, its, theirs) moneys worth in Samal.
2. Year-round fiestas allow a tourist to celebrate to __________ (his, hers, its, theirs) hearts content.
3. Guests should prepare __________ (his, hers, its, theirs) bikes for Samals vast rugged terrain.
4. Samals shore is lined with coconuts, white sand, and cozy cottages. __________ (his, hers, its, theirs)
resorts offer the best venue to view the sunset.
5. The island offers great choices of unspoiled beaches, while __________ (his, hers, its, theirs)
unspoiled underground caverns can be best explored by foot.
Task 5.2. Complete the composition below by supplying the correct pronoun for the sentences. Write your
answers on a half sheet of paper.
Putting Bato (White Rock) is a popular tourist spot on Samal island. (1) __________ is known not
only for its beauty but for its mystery as well. (2) __________ has puzzled both natives and visitors alike.
A story was once told.
Two friends went up to explore the Puting Bato at eight in the morning. But, (3) __________ were
not able to return home. Six native island dwellers waited for them to descend from the mountain.
(4) __________ patiently waited for the safe return of the climbers.
Hours had passed, but the hikers were still nowhere in sight. The eldest of the natives frowned with
concern. Though (5) __________ had expected this to happen, the incident confirmed one thing. The
supernatural beings spirits known to inhabit this particular island peak have taken (6) __________ victims
again.
After six years, the two were seen again descending from the mountain. (8) __________ amazingly
bore no signs of aging or physical changes brought after six years of absence.
The natives still patiently waited for a sign. (9) __________ were worried but hopeful. If the lost pair
won't appear, (10) __________ would scale the mountain to search for the hikers. If still unfound,
__________ will see the hikers again, six years from now.
Task 5.3. Imagine that you will invite an international tourist to any of the famous
spots on Samal island. Use your notes in Task 3 (An Info Hunt) in writing a five-
toseven-paragraph overview of this place. Make sure that you use correct
pronounantecedent agreement in your sentences. Underline the pronoun once and
underline its corresponding antecedent twice. Write your answers on a half-sheet of
paper.
Listen intently as your teacher demonstrates how stress and intonation affect the presentation of meaning.
Next, listen to recording about Samal Island. On a half-sheet of paper, write down important pieces of
information that are signaled by shifts in stress and intonation. You will listen to the recording thrice, so
make sure that you review your answers through careful listening.
Use what you have learned from the discussion and listening activity on sentence stress and intonation.
Observe the rhythm rule guidelines in reading the text below. Practice reading this text 5 at home, in front of
friends or family members, or in the presence of a mentor who can guide you. Remember to follow the
discussed guidelines as you practice. Be ready to present this to class on the day specified by your teacher.
Our conversations carry words with different formality levels known as register. Two of these are colloquial
and familiar. Study the definitions below.
Study the examples below and give three more pairs to complete the table. You may use a
dictionary for this task.
Colloquial Familiar
1. 1.
2. 2.
3. 3.
Part 1
On a new sheet of paper, write down colloquial words or phrases that present the information you
have to a potential tourist. Then, jot down informal words and phrases that present the same information to
your group of friends. You may use a dictionary or thesaurus for this task. Exchange notes with a seatmate
and review each others answers.
As an assignment, have a separate conversation with 1) a student from another year level and 2)
a close relative. Use the notes for this task as your target words and phrases in your conversations with
these people. Be ready to share with the class about how the conversation goes.
My Familys Genesis
Get the K-W-L Table that you did for Task 1. Based on discussions, fill out the third column of the table.
GENESIS
What I Know What I Want to Know What I Learned
Ask your parents or grandparents about how they or their ancestors settled in the place where they
are now. Research in the library to enrich the information from your elders. Use your imagination to
transform your gathered information into your familys genesis. Write a family myth in a series of three five-
to seven-sentence paragraphs. Apply your knowledge of pronoun-antecedent agreement. Include an
appropriate graphic organizer that shows the major events in the myth. You will be graded according to the
following rubrics.
Lesson 5
Lesson 5 will help you discover how your ancestors explained the world around them. You
will relate these olden stories with the current situation in your world. Consequently, you will realize that the
stories of before remain relevant in todays modern world. For this lesson, you must aim to:
1. Deduce the advantages and disadvantages of a given situation through the help of various graphic
organizers
2. Infer the meaning of symbols from the text
3. Use context clues to get the meaning of given words
4. Compare and contrast the three legends
5. Explain the value of knowing the consequences of ones actions
6. Distinguish between colloquial language and slang
7. Read texts using the appropriate intonation pattern
8. Present resolutions in correct simple sentences
9. Locate information in different sections of the library
10. Respond to ideas, issues, and concerns presented in the reading selections
On a half sheet of paper, write all the ideas that you associate with the word sky. Write your answers
around the drawing. Draw lines to connect them to the cloud. Copy the model below.
Sky
1.
2.
3.
Disadvantages Advantages
Sky
1.
2.
3.
YOUR TEXT
In all these stories, what is the reason that made the sky rise?
In the early days, when the sky was still low, two brothers named Ingat and Daskol lived with their parents
on earth.
As their names indicate, Ingat was careful in everything he did and was therefore his fathers right hand
man. He was always helping with the work in the field and his parents were very pleased with him. On the
other hand, Daskol did his work sloppily. In the absence of a daughter in the family, the house work came
to be Daskols responsibility. He fetched water, cleaned the house, and did the cooking. He also did the
pounding of the palay that his father and Ingat harvested. Even in pounding, Daskol lived up to his name.
Half of the grain he pounded scattered and fell to the ground. Being naturally lazy and impatient, he did not
like the work of pounding rice.
One day, Daskol had to pound a greater quantity of palay than usual. He was irritated because every time
he raised the pestle higher, and every time it hit the sky, the sky would be raised. In his hurry, Daskol did
not notice that the sky was rising. When he finished pounding the rice, he looked up and discovered that
the sky had risen and it is where it is today.
In the olden days, the only people on earth were a man and a woman. One day, they ate venison which
the man had brought home from hunting. But because the bones were very big and they wanted to eat the
marrow, they thought of pounding the bones. The woman removed her comb and necklace and hung them
on the low sky. But whenever she pounded, she would hit the sky. So she requested the sky to rise higher.
It thundered and the sky rose higher. Still the pestle hit the sky. So the woman again asked the sky to go
higher. It thundered and the sky rose higher. Still the pestle hit the sky. So the woman again asked the sky
In the olden days the sky was so low---so low that it could be reached by a stick of ordinary length. The
people in those days said that God had created the sky in such a way that he could hear his people when
they called to him. In turn, God could send his blessings to earth as soon as men needed them. Because
of this close connection between God and his subjects, the people were provided for, and they did not need
to work.
Whenever they wanted to eat, they could simply call God. Before their request was made, almost, the food
would be on the table; but after the expulsion of Adam and Eve, God made men work for their own living.
With this change in their condition came the custom of holding feasts, when the men would rest from their
labors.
One day one of the chiefs, Abing by name, held a feast. Many people came to enjoy it. A sayao, or native
war-dance, was given in honor of the men belonging to the chief, and it was acted by men brandishing
spears. While acting, one of the actors, who was drunk, tried to show his skill, but he forgot that the sky
was so low. When he darted his spear, he happened to pierce the sky, and one of the gods was wounded.
This angered God the Father: so he raised the sky as we have it today far from the earth.
Below are some of the words in the selection. Copy the table on a half-sheet of paper. Guess the
meaning of each word. Do this by going back to the text and searching for context clues (i.e. other words
or phrases that point to the meaning of a word). Write your inferred definition on the column labeled My
Guess and write down helpful context clues under Column 3. When youre done, wait for the signal to
confirm your guesses through the help of a dictionary. Write the dictionary definition on Column 3. Write an
insightful sentence related to the text read on Column 4.
2. pestle
3. venison
4. marrow
5. expulsion
Review the lives of the characters before and after the sky rose. Copy the graphic organizer below on a
half-sheet of paper. Then, list down your observations inside the arrows.
Form groups. Copy the Venn diagram below on a whole sheet of paper. This will help you compare
and contrast the three versions of the legend. Write the similarities on the overlapping areas of the circles
and write the differences on the part outside the overlap. Be ready to present your work.
Tagalog
Version
Hiligaynon Iloko
Version Version
Find a group. Take out the semantic map you made for Task 1 (My Multi-Layered Sky) and the graphic
organizer you made for Task 2 (Before and After). Bring your semantic map with you as you join your group.
Answer the following questions and be ready to present your answer to the class. Write your groups
answers on a half-sheet of paper.
Part 1
In Lesson 4, you learned to distinguish between colloquial language and familiar language. For this task,
use your background knowledge on colloquial language to determine its difference with slang. On a half
sheet of paper, classify the items below under the two given categories. Review your answers. Then, give
a definition of slang language based on the entries you have classified under it.
Compose a/n:
1. Request made by a character to the sky
2. Statement expressing a complaint about a low sky
3. Offensive question that could force the sky rise
4. Exclamatory statement expressing a characters reaction upon seeing a high sky
Task 6. Listen Up
Part 1
Listen to the recording that will be played. Answer the questions that the teacher will post on the
board. Write your answer on a half sheet of paper.
Part 2
Listen as your teacher models two intonation patterns. Listen to the recording for the second time.
Take note of the intonation patterns observed by the speaker on the sentences. Identify the intonation
pattern used for every statement that your teacher will identify. Use the symbols below. Write your answers
on the same sheet of paper you used for Part 1.
Your teacher will play the role of United Nations Representative for Ozone Protection. You will simulate a
press conference where students like you get to express their ideas about the destruction of the ozone
layer.
Part 1-Preparation
On a sheet of paper, formulate three short sentences : 1) a sentence that asks a question, 2) a
sentence that expresses a reaction, and 3) a sentence that offers an encouragement. Review your
sentences. Practice reading them aloud with the proper intonation pattern. Work with a partner. Check each
others sentences and intonation patterns.
Any long trip begins with a first step. To raise consciousness is the first step to protect our
damaged ozone layer. You should be responsible. Do simple ways to save our ozone layer. This will reduce
levels of pollution and money. Consider the following tips.
The text above presents tips to protect the ozone layer. The concise presentation of information
makes the tips easy to understand and remember. The structure of the sentences also aids you in
remembering the message. This is because the message is presented using simple sentences.
Exercise 7.1
Below are some more tips to protect the ozone layer. Rewrite them to simple sentences. Write your
answers on a half-sheet of paper.
Research at the library on the consequences on the ozone layer destruction. Compose a five-
toseven-sentence paragraph that presents four to five harmful effects of a damaged ozone layer. Make sure
that your work has all the parts of a simple paragraph. Write this on a half sheet of paper.
Know more about the sky and the ozone layer by exploring the different areas of your library. Copy the
table below on a half-sheet of paper. Go to the library. Identify the library section/area where you can find
the information on Column 1. Take down the source title, author, and call number. Work quietly.
Library Source
Section
Where Given Title Author Call
Info Can be
found Number (if
applicable)
1. Word history of sky
2. Other versions of
Why the sky is high
3. News clipping about
the environment
4. A video documentary
about the ozone layer
1. Recall the conflict in the three legends you read and the issues about the ozone layer. What
are the similarities or differences that they share?
2. How do you think would the characters in the legend adjust to the current environment where
there is a hole on the ozone layer? How do you think would people like you live in a world
where the sky is low?
3. Recall the associations you presented in Task 1 (My Multi-Layered Sky). Since the ozone
layer is roughly a layer of the sky, what could a gaping hole in the sky symbolize?
4. What three realizations have you made from the discussions in this lesson?
Lesson 6
Revisiting My Past
YOUR GOALS
This lesson takes you to the experiences of the past that determines our present. Discover
this past by knowing the origin of things and how it affects us as a people. After revisiting the past, you must
be able to:
1. Use pictures and context clues to get meanings of words and phrases
2. Determine how pitch, phrasing, and pacing affect understanding of a message
3. Observe the right pitch, phrasing, and pacing when reading texts or passages aloud or
participating in conversations
4. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative
situations
5. To organize ideas in the myths using comparison-contrast chart
6. Formulate correct simple sentences
7. Recognize the various sections of the library
8. Use materials in the different sections in the library
9. Write a five-to-seven sentence paragraph on information gathered
a. Below is a group of related words. What image do these words create? Draw it in the box.
c. Corrupt government officials, who are accused of usurpation of power, are not trusted by people.
What are examples of actions showing usurpation of power?
e. Justice is tarried when the filing of cases is delayed. What word in the sentence is synonymous
with tarried?
What are the different colors of rice? Listen to the teacher as he or she reads The Rice Myth (Bohol).
While listening, take note of the following:
YOUR TEXT
Task 1. Check It Up
Read silently the Ibaloi, Tagalog, and Nabaloi versions of The Origins of Rice. Take note of the
similarities and differences among these versions (including the Bohol version).
Gods/goddesses
Humans
Purpose of creation
Manner of creation
Results of creation
1. Idiomatic expressions are common phrases or sayings whose meanings cannot be understood
by the individual words or parts. One kind of idiomatic expressions is the phrasal verb. Below
are examples of these expressions and their meanings.
Below are sentences about the myths you have read. Underline the simple subject and encircle the
simple predicate in each sentence.
Read through the passage. Fill in the blanks with appropriate subjects or verbs to complete it.
Choose your answers from the box.
the world they Filipino have reduced
spends minimize adds it
Source: Academics, Research and Development Department of Ateneo Economics Association, 2008 May 31. THE
SIGNIFICANCE OF RICE IN THE PHILIPPINE SETTING. Analyzing the Rice Crisis in the Philippines. Retrieved January 22, 2012
from http://ateneoeconomics.wordpress.com
YOUR GOALS
This lesson makes you understand how our ancestors lived in the past as well as makes us
appreciate the richness of our own culture. As you relate to the past, you must be able to:
1. Use pictures and context clues to get meanings of words and phrases
2. Determine the effects of facial expressions and eye contact in understanding a message
3. Observe the right oral language conventions when inquiring about, summarizing, or reacting
to what has been listened to, read, or observed
4. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative
situations
5. To organize ideas in the legends using comparison-contrast chart
6. Formulate compound sentences
7. Use archives, vertical files, and electronic databases to locate information
8. Write a five-to-seven sentence paragraph on information gathered
The goddess of the mountain provided the people with all their needs. She was their (hostess,
patroness, priestess).
YOUR TEXT
Read silently the Maranao and Tagalog versions of The First Monkey. Look for the similarities
and differences among these versions (including the Iloko version).
Characteristics
Problem/Conflict
Resolution
a. What are the similarities and differences among the stories of The First Monkey?
b. What characteristics of humans are shown in the three stories? Do you believe that humans
have these characteristics?
c. Share your answers with the class. Make sure that they understand your message by stating
clear ideas, supporting your arguments, and making use of appropriate facial expressions, eye
contact, and effective oral language.
1. There are different ways of saying things. One of which is using idiomatic expressions.
Below are examples of idiomatic expressions used in the texts. Guess their meanings based on
the sentences.
a. Take this cotton, clean it, and make out of it a dress for yourself.
b. He decided to pay the old man a visit.
c. He quickly gathered some stones which he threw at the children.
d. They begged of him to punish the selfish old man.
e. For everything that she wanted to eat was provided for her by her patroness.
2. In triad, complete the comic strips by supplying the speaking lines with the following
idiomatic expressions. Be creative. Give your strip an appropriate title.
Match the sentences in column A with those in column B to form meaningful sentences. Use and, or, but,
and for in combining the sentences. Write your sentences on the space provided.
A B
1. Monkeys can be anywhere from A. They peel it first.
just a few centimeter tall.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
Task 4. Complete Me
Read through the passage. Supply the blanks with and, or, or but to complete its thought.
Animals in Mythology
(an adaptation)
Animals may serve as substitute for humans or human characteristics. In some legends, animals
perform heroic deeds 2. _____ they may also be the source of wisdom and power.
Animals often have a dualistic quality in mythology. They can be both helpful and harmful to
humans. They provide people with food,3. _____, they can be dangerous. As sources and symbols, animals
represent the mystery and power of the natural world, which can create or destroy
Source: Animals in Mythology. Myths Encyclopedia. Retrieved January 21, 2012 from http://www.mythencyclopedia.com/Am-
Ar/Animals-in-Mythology.html#b
Task 1. Digging Up
1. Look for different versions of a legend or a myth.
2. Use library resources such as archives, vertical files, and electronic sources in your research.
3. Summarize the legends or myths using a comparison-contrast chart.
Lesson 8
YOUR GOALS
This lesson allows you to discover how heroes are made. Know who the
heroes are and what they do in the eyes of our ancestors --- and compare them to the
heroes of today. You must aim to:
Choose a partner. Take turns sharing your answers to the following questions:
1. Who are heroes?
2. What are the qualities of heroes?
3. What are the powers of heroes?
Watch and listen to the speaker carefully. On a half sheet of paper, complete the
table on the next page as you do this.
Fill in the boxes below to form a word from the given story about a heroic brother.
The meaning of the word and the paragraph number where it can be found are provided
to help you accomplish this task. Write your answer on a half sheet of paper.
ACROSS DOWN
YOUR TEXT
Ibalon
(Three Heroes of the Bicol Epic)
1
When the hero Baltog came to the rich land of Ibalon, many
monsters still roamed around in its very dark forest. Baltog,
born in Baltavara to the brave clan of Lipod, was the first to
cultivate the fields in the rich land of Ibalon.
2
Then the Tandayag attacked and destroyed
Baltogs fields and crops. The Tandayag was a monstrous
wild boar but the hero Baltog was not afraid. One night, he
waited for the Tandayag and wrestled with it with all his might.
The Tandayag had very long fangs. The earth shook at the
Tandayags step. But Baltog was strong and brave. He was
able to pin down the monstrous wild boar and tear out its mouth. 3
Baltog carried the Tandayag and hung it on a talisay tree in front of his house in Tondol. The people
celebrated when they learned of the victory of their king Baltog. The clans of Panicuason and Asog came
over to marvel at the monstrous wild boar in Ibalon.
4
At that time the hero Handiong came with a band of warriors to the land of Ibalon. Handiong and his men
had to fight thousands of battles, and face many dangers to defeat the monsters. They first fought the one-
eyed giants in the land of Ponon. They fought without rest for ten months until all the oneeyed giants were
killed.
13He also learned that Rabot loved to sleep. When Rabot slept very soundly, Bantong was able to go near
him. The giant died with a single stab by the brave and wise Bantong. Ibalon was at peace once more.
Complete the following table as you read the selection. Do this on a half sheet of paper.
Be ready to explain your answers to your classmates.
On a half sheet of paper, make a report card for each hero. Using the given guide, grade
how well each one saved Ibalon. Remark on the heroism of each and choose the most
heroic among them. You may refer to your answers in the previous task (Task 1, I Know
It!) to help you do this. Be ready to explain your answers to your classmates.
GRADE
A Outstanding
B Excellent
C Satisfactory
D Needs Improvement
____________________
Name of Hero
Grade
Strength
Courage
Intelligence
Perseverance
Other Traits
Based on your answers in the previous task (Task 2, Make the Grade!), discuss with
your group mates who you think is the most heroic among the three characters and why.
After the discussion, rate how well you participated in the task by accomplishing the given
scale on a half sheet of paper.
Read the following text. Fill in the table to show the similarities and differences
between this text and Ibalon in terms of topic, setting, purpose, intended audience,
and relevance today. Do this on a half sheet of paper.
Topic
Setting
Purpose
Intended audience
Relevance today
Read the given excerpt from an earlier retelling in verse of the Bicol epic Ibalon.
Take note of the underlined phrase.
Read the following idioms and their meanings. With a partner, use each idiom in a
sentence. Then identify to whom you will say it and in what situation. Do this on one half
sheet of paper.
Column A Column B
_____1. Overseas Filipino workers sacrifice a. but not too many are reading a lot when
they work abroad, them.
_____2. Heroes are born every day, b. nor do you have to die to become a
hero.
_____3. Many stories about Philippine c. yet only a few appreciate their heroes can be
found in books, efforts.
_____4. Many Filipinos go overseas to work d. so you can have rice to eat.
_____5. You don't have to be in the front e. and you may be one of them.
page of the news,
_____6. The poor farmer works long and f. or we can start caring more for hard in
the fields others.
_____7. We can keep thinking only of g. for they want to give their families ourselves,
a better future.
1. Reading Filipino epic stories allows the reader to discover a lost culture rich
in magnificence, magic, and bravery. (cause and effect)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Some Filipinos dont know about their rich cultural heritage. (negation)
___________________________________________________________
___________________________________________________________
4. A lot of people think that the Spaniards erased all traces of our epics.
(contrast)
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
7. Our epics show us where we came from and what we were like before the
coming of the colonizers. (cause and effect)
___________________________________________________________
___________________________________________________________
Task 8. Ready, get set, write!
Recall the myths and legends you have read. Choose one and retell it in three
paragraphs. Each paragraph should have three to five sentences. Box the compound
sentences and encircle the coordinating conjunctions in them. Use the given rubric as a
guide.
Sequence The retelling The retelling The retelling The retelling of the
captures the captures the captures the myth/legend is out
myth/legend in myth/legend myth/legend with of sequence.
correct sequence in correct several omissions,
with all important sequence with 2-3 but maintains
parts. omissions. sequence of those
told.
Setting Lots of vivid, Some vivid, The reader can The reader has
descriptive words descriptive words figure out when and trouble telling
are used to tell the are used to tell the where the when and where
reader when and reader when and myth/legend takes the myth/legend
where the myth/ where the myth/ place, but there takes place.
legend takes place. legend takes place. isn't much detail
(e.g., once upon a
time in a land
far,far away).
Problem It is very easy for It is fairly easy for It is fairly easy for It is not clear what
the reader to the reader to the reader to problem the main
understand what understand what understand what character faces.
problem the main problem the main problem the main
character faces and character faces and character faces
why it is a problem. why it is a problem. but it is not clear
why it is a problem.
Solution to Problem The solution to the The solution to the The solution to the No solution is
problem is easyto- problem is easyto- problem is a little attempted or it is
understand and is understand and is hard to understand. impossible to
logical. There are somewhat logical. understand.
no loose ends.
Characteristics of a The retelling The retelling The retelling The retelling does
Myth/Legend reflects in sufficient reflects in some reflects in little not have any
detail the important detail some beliefs detail a few of the detailed reflection
beliefs about life, about life, the beliefs about life, of the important
the natural world, natural world, the natural world, beliefs about life,
human beings, and human beings, and human beings, and the natural world,
other creatures, of other creatures, of other creatures, of human beings, and
the creators of the the creators of the the creators of the other creatures, of
myth/legend. myth/legend. myth/legend. the creators of the
. myth/legend.
Go to the library and look for another retelling of a Philippine epic. Read it well and find
out the following:
CATEGORY 4 3 2 1
Required The poster includes All required Most of the required Some required
Information all required information is on the information is on the information is
information as well poster. poster. missing.
as additional ones.
Labels All items of Almost all items of Many items of Labels are too small
importance on the importance on the importance on the to view OR no
poster are clearly poster are clearly poster are clearly important items are
labeled with labels labeled with labels labeled with labels labeled.
that can be read that can be read from that can be read from
from at least 3 ft. at least 3 ft. away. at least 3 ft. away.
away.
Graphics - All graphics are All graphics are All graphics relate to Graphics do not relate
Relevance related to the topic related to the topic the topic. One or two to the topic OR
and make it easier and most make it borrowed graphics several borrowed
to understand. All easier to understand. have a source graphics do not have
borrowed graphics Some borrowed citation. a source citation.
have a source graphics have a
citation. source citation.
Grammar There are no There are 1-2 There are 3-4 There are more than
grammatical/ grammatical/ grammatical/ 4 grammatical
mechanical mechanical mistakes mechanical mistakes /mechanical mistakes
mistakes on the on the poster. on the poster. on the poster.
poster.
YOUR GOALS
This lesson allows you to discover the motivations of heroes when they go on
adventures. Understand that being a hero doesnt simply mean doing great deeds. The
intention behind the deed is more important. You must aim to:
Listen to a recording of an interview on monsters and epic heroes. Complete the grid
below:
YOUR TEXT
A long, long time ago, Mindanao was covered with water, and the sea covered all the lowlands so that
nothing could be seen but the mountains jutting from it. There were many people living in the country and
all the highlands were dotted with villages and settlements. For many years the people prospered, living in
peace and contentment. Suddenly there appeared in the land four horrible monsters which, in a short time,
devoured every human being they could find.
Kurita, a terrible creature with many limbs, lived partly on land and partly on sea, but its favorite haunt was
the mountain where the rattan palm grew and here it brought utter destruction on every living thing. The
second monster, Tarabusaw, an ugly creature in the form of a man, lived on Mt. Matutum, and far and wide
from that place he devoured the people, laying waste to the land. The third, an enormous bird called Pah,
was so large that, when on the wing, it covered the sun and brought darkness to the earth. Its egg was as
large as a house. Mt. Bita was its haunt; and there the only people who escaped its voracity were those
who hid in the mountain caves. The fourth monster was also a dreadful bird, having seven heads and the
3Ida Y. Patron, Interactive Reading: Responding to and Writing about Philippine Literature, 2002, pp
912.
So great was the death and destruction caused by these terrible creatures that at length, the news spread
even to the most distant lands and all nations grieved to hear the sad fate of Mindanao.
Now far across the sea, in the land of the golden sunset, was a city so great that to look at its many people
would injure the eyes of men. When tidings of these great disasters reached this distant city, the heart of
King Indarapatra was filled with compassion, and he called his brother, Sulayman, and begged him to save
the land of Mindanao from the monsters.
Sulayman listened to the story and as he heard it, was moved with pity.
I will go, zeal and enthusiasm adding to his strength, and the land shall be avenged, said he. King
Indarapatra, proud of his brothers courage, gave him a ring and a sword as he wished him success and
safety. Then he placed a young sapling by his window and said to Sulayman, By this tree I shall know
your fate from the hour you depart from here, for if you live, it will live; but if you die, it will die also.
So Sulayman departed for Mindanao, and he neither waded nor used a boat, but went through the air and
landed on the mountain where the rattan grew. There he stood on the summit and gazed about on all sides.
He looked on the land and the villages, but he could see no living thing. He became very sorrowful and
cried out: Alas, how pitiful and dreadful is this devastation.
No sooner had Sulayman uttered those words when the whole mountain began to move and shake.
Suddenly, out of the ground came the horrible creature, Kurita. It sprang at the man and sank its claws into
his flesh. But Sulayman, knowing at once that this was the scourge of the land, drew his sword and cut
Kurita to pieces.
Encouraged by his first success, Sulayman went on to Mt. Matutum where conditions were even worse.
As he stood on the heights viewing the great devastation, there was a noise in the forest and a movement
in the trees. With a loud yell, Tarabusaw leaped forth. For a moment they looked at each other, neither
showing any sign of fear. Then Tarabusaw used all his powers to try to devour Sulayman who fought back.
For a long time, the battle continued, until at last, the monster fell exhausted to the ground and Sulayman
killed him with his sword.
The next place visited by Sulayman was Mt. Bita. Here havoc was present everywhere, and though he
passed by many homes, he saw that not a single soul was left. As he walked, sudden darkness fell over
the land, startling him. As he looked toward the sky he saw a great bird that was swooping down on him.
Immediately, he struck, and the bird fell dead at his feet; but the wing fell on Sulayman and he was crushed.
Now at this very moment, King Indarapatra was sitting at his window, and looking out he saw the little tree
wither and dry up.
Then, although he was very sad, he was filled with a desire for revenge. Putting on his sword and belt, he
started for Mindanao in search for his brother.
He, too, traveled through the air with great speed until he came to the mountain where the rattan grew.
There he looked about, awed at the great destruction, and when he saw the bones of Kurita, he knew that
his brother had been there. He went on until he came to Matutum, and when he saw the bones of
Tarabusaw, he knew that this too, was the work of Sulayman.
After some time, Sulayman returned to his distant home, but Indarapatra continued his journey to Mt.
Gurayan where he killed the dreadful bird with the seven heads. After these monsters had all been killed,
peace and safety had been restored to the land. Indarapatra began searching everywhere to see if some
of the people who hid in the earth were still alive.
One day, in the course of his search, he caught sight of a beautiful woman. When he hastened toward her,
she disappeared through a hole in the ground where she stood. Disappointed and tired, Indarapatra sat
down on a rock when, looking about, he saw near him a pot of uncooked rice with a big fire on the ground
in front of it. This revived him and he proceeded to cook the rice. As he did so, however, he heard someone
laugh nearby, and turning around, he beheld an old woman who was watching him. As he greeted her, she
drew near and talked to him while he ate the rice.
Of all the people in the land, the woman told him, only few were left, and they hid in a cave in the ground
from where they never ventured to come out. As for herself and her old husband, she went on, they had
hidden in a hollow tree, and this they had never dared to leave until after Sulayman killed the voracious bird
Pah.
At Indarapatras request, the old woman led him to one such cave. There he met the headman with his
family and some people. They all gathered around the stranger, asking many questions, for this was the
first time they had heard about the death of the monsters. When they found out what Indarapatra had done
for them, the headman gave his daughter to Indarapatra in marriage, and she proved to be the beautiful girl
whom he had seen at the mouth of the cave.
Then the people all came out of their hiding places and returned to their homes where they lived in peace
and happiness. And the sea withdrew from the land and gave the lowlands to the people.
Determine which the word which does not belong to each set. Cross out that word. Be
prepared to explain what the rest of words have in common.
Complete the table below by writing down the actions taken by the characters in the story.
After filling out the second column, decide what these characters motives were for taking
those particular actions. The first set has been done for you.
2. Sulayman
3. Indarapatra
1. The four monsters came out of nowhere, ____ they began to attack the people
of Mindanao.
2. The people of Mindanao were either devoured by the monsters, ____ they fled
to the caves for sanctuary.
3. The Philippines during this time did not have a central government, ____ nor
did it have a national force.
4. King Indarapatra was a foreigner, ____ he showed a lot of sympathy for the
people of Mindanao.
5. Sulayman managed to kill the giant bird, ____ the birds wing managed to crush
him in the process.
My Hero
Choose a local hero (mythical or real) whom you wish to study more. Go to the library,
conduct interviews, or look for historical markers to get more information about this hero.
Complete the grid below:
2. ______________________________________________________
3. ______________________________________________________
Lesson 10
YOUR GOALS
This lesson allows you to continue with your journey into understanding the
rich and colorful Filipino culture as reflected in our local literature. Find out
how the pre-Hispanic Filipinos characterized the epic hero and succeeded in nurturing
the beginnings of Philippine literature. You must aim to:
1. Distinguish between and among the functions of verbal cues such as: repetition,
contradiction, substitution, complementation, and accentuation
2. Use the right oral language conventions when inquiring about, summarizing, or
reacting to what has been listened to, read, or observed
3. Note and explain the use of familiar, colloquial, and idiomatic expressions in oral
communication
4. Identify the characteristics of the epic as a literary form
5. Use information presented in a narrative poem in inferring, evaluating, and
expressing critical ideas
6. Comparing and contrasting the verse and prose versions of a narrative poem
7. Construct simple and compound sentences and organize them into a coherent text
8. Accomplish appropriate library forms to locate, process, and document resource
information
My national hero
My superhero
My day-to-day hero
Listen carefully to the short text to be played / read to you and be able to identify still
another type of hero.
Now complete the following statement to identify and describe another type of hero.
over his opponents and triumph even against monsters and other evil forces.
Arrive at the meaning of the italicized word by noting the difference or the similarity among
the words in the set.
1. Clams, snails, shrimps, and lobsters are examples of shellfish except _________.
A shellfish is a creature that lives in the _________ and has a ___________.
2. Sharks, whales, dolphins, and porpoises are all large ocean and sea creatures.
Sharks are most dangerous to man because they are _______-eaters.
When the Captain had left, This is Surfacing, he tried once more to locate
what the brave-man Lam-ang Said them And having seen
with a sigh: some Dived once
more
My wife Cannoyan
Right into the mouth
I have been chosen
Of the fish,
To dive for shellfish called
A big tioan-tioan shark,
rarang.
4 Eugenio, Damiana L. (2007). Philippine Folk Literature Series, Vol. 1. Quezon City: UP Press, pp. 55-57.
She left and soon reached the spot The yellow-legged hen crowed; The
Where his clothes were. rooster shook its wings.
There at the spot where Lam-ang was, And the bones started to move.
Pair off then complete the grid below for you to learn more about the characters and their
story through their actions. Be guided by the given example.
The excerpted text you just read only tells you about the ending of Lam-angs story. Meet
him again as a child by reading the following prose version summarizing his story.
Don Juan and his wife Namongan lived in Nalbuan, now part of La Union in the
northern part of the Philippines. They had a son named Lam-ang. Before Lam-ang was
born, Don Juan went to the mountains in order to punish a group of their Igorot enemies.
While he was away, his son Lam-ang was born. It took four people to help Namongan
give birth. As soon as the baby boy popped out, he spoke and asked that he be given the
name Lam-ang. He also chose his godparents and asked where his father was.
After nine months of waiting for his father to return, Lam-ang decided he would go
look for him. Namongan thought Lam-ang was up to the challenge but she was sad to let
him go. During his exhausting journey, he decided to rest for awhile. He fell asleep and
had a dream about his father's head being stuck on a pole by the Igorot. Lam-ang was
furious when he learned what had happened to his father. He rushed to their village and
killed them all, except for one whom he let go so that he could tell other people about
Lam-ang's greatness.
There was a young woman named Ines Kannoyan whom Lam-ang wanted to woo.
She lived in Calanutian and he brought along his white rooster and gray dog to visit her.
On the way, Lam-ang met his enemy Sumarang, another suitor of Ines whom he fought
and readily defeated.
5 http://tagaloglang.com/Philippine-Literature/Filipino-Epics/biag-ni-lam-ang-buod.html
It was a tradition to have a newly married man swim in the river for the rarang fish.
Unfortunately, Lam-ang dove straight into the mouth of the water monster Berkakan. Ines
had Marcos get his bones, which she covered with a piece of cloth. His rooster crowed
and his dog barked and slowly the bones started to move. Back alive, Lam-ang and his
wife lived happily ever after with his white rooster and gray dog.
Recall the events as narrated in the excerpted verse and compare them with how they
were told in the prose version. Explain why there are differences.
_____ 1b. Where did they live? b. No, the dog didnt express
Lam-angs love for Ines.
_____ 2a. Why did Don Juan go to the mountains? c. Don Juan and Namongan
_____ 3b. Were all the enemies killed? f. The enemies were not forgiven.
_____ 4a. Did the dog express Lam-angs g. The dog didnt cause the
love for Ines? nearby house to fall.
_____ 4b. Did it cause the nearby house to fall? h. No, they werent all killed.
j. Nalbuan
Task 5. Express ideas completely
Copy or construct complete sentences that answer each pair of the above questions.
1a. _______________________________________________________________
1b. _______________________________________________________________
2a. _______________________________________________________________
2b. _______________________________________________________________
3a. _______________________________________________________________
3b. _______________________________________________________________
4a. _______________________________________________________________
4b. _______________________________________________________________
Now combine each pair of statements above using the appropriate connector. Choose
from the following: yet, but, nor, and.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
Find out if The Story of Lam-ang has the qualities of an epic. Go back to the notes you
took down as you listened to the text in Task 2 of Your Initial Tasks and use them to
complete the semantic web below. Support your answers by citing details from the story.
Follow the example and the given legend.
Legend:
Lam-angs hen,
rooster, & dog
restored him back
to life.
Has tremendous
vitality, color &
imagination
The Story
of Lam-ang
Feel free to expand our list of Philippine epics. Remember to cite your source/s.
Options:
1. Be a modern day bard. Find two classmates whose favorite epic is the same as
yours. Together, retell your favorite epic in class.